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University of California – San Diego
1.
Solook, Stephen.
Dyslexia, dysgraphia, and my learning process in relation to musical notation.
Degree: Music, 2015, University of California – San Diego
URL: http://www.escholarship.org/uc/item/3jz2v54t 
► This dissertation is an analysis of my relationship with dyslexia, dysgraphia, and musical notation. The period of this experiment was over seven months, and culminated…
(more)
▼ This dissertation is an analysis of my relationship with dyslexia, dysgraphia, and musical notation. The period of this experiment was over seven months, and culminated in my final degree recital on May 31, 2014. The works selected ranged from standard to graphic notation. Throughout this process, I noted, analyzed, and critiqued my work method to learn how to expedite my learning process. My experience with this project has encouraged me to explore learning techniques, which may be beneficial for any musician
Subjects/Keywords: Dyslexia; Agraphia; Musical notation; Learning strategies
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APA (6th Edition):
Solook, S. (2015). Dyslexia, dysgraphia, and my learning process in relation to musical notation. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/3jz2v54t
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Solook, Stephen. “Dyslexia, dysgraphia, and my learning process in relation to musical notation.” 2015. Thesis, University of California – San Diego. Accessed January 22, 2021.
http://www.escholarship.org/uc/item/3jz2v54t.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Solook, Stephen. “Dyslexia, dysgraphia, and my learning process in relation to musical notation.” 2015. Web. 22 Jan 2021.
Vancouver:
Solook S. Dyslexia, dysgraphia, and my learning process in relation to musical notation. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2021 Jan 22].
Available from: http://www.escholarship.org/uc/item/3jz2v54t.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Solook S. Dyslexia, dysgraphia, and my learning process in relation to musical notation. [Thesis]. University of California – San Diego; 2015. Available from: http://www.escholarship.org/uc/item/3jz2v54t
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Florida
2.
Greenwald, Margaret Leadon, 1959-.
Semantic agraphia in Alzheimer's disease.
Degree: 1992, University of Florida
URL: https://ufdc.ufl.edu/AA00003269
Subjects/Keywords: Agraphia; Alzheimer's disease
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APA (6th Edition):
Greenwald, Margaret Leadon, 1. (1992). Semantic agraphia in Alzheimer's disease. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/AA00003269
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Greenwald, Margaret Leadon, 1959-. “Semantic agraphia in Alzheimer's disease.” 1992. Thesis, University of Florida. Accessed January 22, 2021.
https://ufdc.ufl.edu/AA00003269.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Greenwald, Margaret Leadon, 1959-. “Semantic agraphia in Alzheimer's disease.” 1992. Web. 22 Jan 2021.
Vancouver:
Greenwald, Margaret Leadon 1. Semantic agraphia in Alzheimer's disease. [Internet] [Thesis]. University of Florida; 1992. [cited 2021 Jan 22].
Available from: https://ufdc.ufl.edu/AA00003269.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Greenwald, Margaret Leadon 1. Semantic agraphia in Alzheimer's disease. [Thesis]. University of Florida; 1992. Available from: https://ufdc.ufl.edu/AA00003269
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Boston University
3.
Ross, Katrina.
Lexical and sublexical analysis of single-word reading and writing errors.
Degree: MS, Sargent College of Health and Rehabilitation Sciences, 2016, Boston University
URL: http://hdl.handle.net/2144/16843
► Within a dual-route neuropsychological model, two distinct but interrelated pathways are used to read and write, known as the lexical and sublexical routes. Individuals with…
(more)
▼ Within a dual-route neuropsychological model, two distinct but interrelated pathways are used to read and write, known as the lexical and sublexical routes. Individuals with reading and writing deficits often exhibit impairments in one or both of these routes, and therefore must rely on the combined power of the integrated system in print processing tasks. The resultant errors reflect varying degrees of lexical and sublexical accuracy in a single production. However, no system presently exists to analyze bimodal errors robustly in both routes. The goal of this project was to develop a system that simultaneously, quantitatively, and qualitatively captures lexical and sublexical errors for single-word reading and writing tasks. This system evaluates responses hierarchically in both routes according to proximity to a target. Each response earns a bivariate score [sublexical, lexical], which is plotted along x and y axes. This scoring system was developed using data from a novel treatment study for patients with acquired alexia/agraphia. Repeated-measures multivariate analyses of variance and post hoc analyses revealed a significant treatment effect in both the lexical and sublexical systems. Qualitative analyses were also conducted to evaluate patterns of change in both the trained and untrained modalities, in the sublexical and lexical systems. Overall, the results of this study indicate that treatment-induced evolution of reading/writing responses can be comprehensively represented by this novel scoring system.
Subjects/Keywords: Speech therapy; Agraphia; Alexia; Aphasia; Error analysis; Lexical; Sublexical
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APA (6th Edition):
Ross, K. (2016). Lexical and sublexical analysis of single-word reading and writing errors. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/16843
Chicago Manual of Style (16th Edition):
Ross, Katrina. “Lexical and sublexical analysis of single-word reading and writing errors.” 2016. Masters Thesis, Boston University. Accessed January 22, 2021.
http://hdl.handle.net/2144/16843.
MLA Handbook (7th Edition):
Ross, Katrina. “Lexical and sublexical analysis of single-word reading and writing errors.” 2016. Web. 22 Jan 2021.
Vancouver:
Ross K. Lexical and sublexical analysis of single-word reading and writing errors. [Internet] [Masters thesis]. Boston University; 2016. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/2144/16843.
Council of Science Editors:
Ross K. Lexical and sublexical analysis of single-word reading and writing errors. [Masters Thesis]. Boston University; 2016. Available from: http://hdl.handle.net/2144/16843
Universidade do Rio Grande do Sul
4.
Rodrigues, Jaqueline de Carvalho.
Análise cognitiva da escrita de palavras de adultos após acidente vascular cerebral nos hemisférios direito e esquerdo.
Degree: 2013, Universidade do Rio Grande do Sul
URL: http://hdl.handle.net/10183/115602
► Esta dissertação é composta por três estudos conduzidos de acordo com a abordagem da Neuropsicologia Cognitiva, a fim de compreender as habilidades e prejuízos na…
(more)
▼ Esta dissertação é composta por três estudos conduzidos de acordo com a abordagem da Neuropsicologia Cognitiva, a fim de compreender as habilidades e prejuízos na escrita de palavras/pseudopalavras de adultos com lesão cerebrovascular no hemisfério direito (LHD) e no hemisfério esquerdo (LHE), comparados a adultos neurologicamente saudáveis (controles). No primeiro estudo, comparou-se o desempenho dos grupos com LHE, LHD e controles em tarefas de linguagem oral e escrita e nos tipos de erros na tarefa Escrita Ditada em um instrumento de avaliação neuropsicológica breve. O grupo com LHE apresentou pior desempenho em todas as tarefas de linguagem oral e escrita (exceto em compreensão oral). Verificou-se que o grupo com LHE demonstrou déficits significativos nas habilidades linguísticas (rotas fonológica e lexical) e periféricas fundamentais para escrita de palavras, enquanto os casos com LHD destacaram-se por déficits no uso da rota lexical (Regularizações). No segundo estudo, descreveu-se o processo de construção de uma Tarefa de Escrita de Palavras/pseudopalavras controlada linguisticamente para avaliação das disgrafias em adultos. No terceiro estudo buscou-se analisar as habilidades de linguagem oral e escrita de adultos com LHE e LHD comparados a controles, analisar a associação entre características sociodemográficas e o desempenho em escrita ditada e distinguir o tipo de disgrafia adquirida dos casos com escores deficitários. Não foram encontradas diferenças significativas entre os perfis linguísticos dos grupos. Melhor desempenho na escrita de palavras mostrou estar associado com altos hábitos de leitura e escrita e maior escolaridade dos adultos. Verificaram-se características de disgrafias linguísticas (fonológica, lexical e mista) e periférificas em casos com LHE e LHD. A presente dissertação destaca a heterogeneidade dos déficits de escrita encontrados e ressalta a importância do controle das variáveis sociodemográficas no diagnóstico de disgrafia adquirida.
This dissertation consists of three studies conducted in accordance with the approach of Cognitive Neuropsychology, in order to understand the skills and damages in writing of words and pseudowords of adults with cerebrovascular lesions in the right hemisphere (LHD) and left hemisphere (LHE) compared to neurologically healthy adults (controls). The first study compared the performance of groups with LHE, LHD and controls on tasks of oral and written language and the types of errors in the task dictated writing in a brief neuropsychological assessment instrument. The LHE group showed worse performance on all tasks of oral and written language (except in oral comprehension). It was found that the group with LHE has demonstrated significant deficits in linguistic (phonological and lexical) and peripheral skills fundamental to writing of words, while cases with LHD highlighted for deficits in the use of the lexical route (Regularizations). In the second study, was presented the construction process of a words/pseudowords writing task linguistically…
Advisors/Committee Members: Salles, Jerusa Fumagalli de.
Subjects/Keywords: Written language; Neuropsicologia cognitiva; Agraphia; Cérebro; Linguagem escrita; Acquired dysgraphia; Linguagem oral; Stroke; Neuropsychological assessment
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APA (6th Edition):
Rodrigues, J. d. C. (2013). Análise cognitiva da escrita de palavras de adultos após acidente vascular cerebral nos hemisférios direito e esquerdo. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/115602
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rodrigues, Jaqueline de Carvalho. “Análise cognitiva da escrita de palavras de adultos após acidente vascular cerebral nos hemisférios direito e esquerdo.” 2013. Thesis, Universidade do Rio Grande do Sul. Accessed January 22, 2021.
http://hdl.handle.net/10183/115602.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rodrigues, Jaqueline de Carvalho. “Análise cognitiva da escrita de palavras de adultos após acidente vascular cerebral nos hemisférios direito e esquerdo.” 2013. Web. 22 Jan 2021.
Vancouver:
Rodrigues JdC. Análise cognitiva da escrita de palavras de adultos após acidente vascular cerebral nos hemisférios direito e esquerdo. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2013. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10183/115602.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rodrigues JdC. Análise cognitiva da escrita de palavras de adultos após acidente vascular cerebral nos hemisférios direito e esquerdo. [Thesis]. Universidade do Rio Grande do Sul; 2013. Available from: http://hdl.handle.net/10183/115602
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Macquarie University
5.
Barr, Polly.
Homophone representation in monolingual and bilingual impaired and unimpaired speakers.
Degree: 2016, Macquarie University
URL: http://hdl.handle.net/1959.14/1273559
► Theoretical thesis.
Chapter 1: Introduction: Sewing the storey – Chapter 2: Two bee or not to be: The effects of orthography and bilingualism on spoken…
(more)
▼ Theoretical thesis.
Chapter 1: Introduction: Sewing the storey – Chapter 2: Two bee or not to be: The effects of orthography and bilingualism on spoken homophone production – Chapter 3: Too harts won sole: Dysgraphia treatment outcome as evidence for homophone representation – Chapter 4: Homophone priming of written picture naming: Witch weigh of righting? – Chapter 5: General Discussion: Thyme for a knew perspective
Previous research has suggested three possible architectures for homophone production. Homophones may be stored either with shared representations, producing a processing advantage relative to non-homophones, or with independent representations and feedforward activation, producing no benefit for homophones, or with independent representations and interactive activation flow, where homophones may or may not have a production advantage depending on the relative balance between the influence of processing stages in retrieval. The purpose of this thesis was to attempt to reconcile the previously diverse findings in the literature and investigate which account was the most plausible theory regarding homophone production in the phonological and orthographic output lexicons.The first experimental chapter investigated whether previous conflicting evidence was due to differences in participants (monolingual vs bilingual), tasks (picture naming vs translation) or spelling (heterographs vs homographs). It did this by examining picture naming and translation of homophones and controls matched to their individual or summed frequency with monolingual and bilingual speakers.The second experimental chapter aimed to replicate phonological homophone treatment generalisation in the treatment of spelling with a participant with acquired dysgraphia. This treatment methodology examined whether improved lexical retrieval following treatment of one homophone resulted in generalisation to written naming of its untreated partner. Another aim of this experiment was to investigate if generalisation (if any) was due to homophones (homographs) sharing an orthographic word form or due to feedback from treated graphemes to independent representations. Therefore generalisation to items with varying degrees of orthographic overlap was also investigated (heterographs and direct neighbours).The final experimental chapter examined the effect of homograph priming compared to repetition, heterograph and direct neighbour priming in written picture naming.The results across these experiments provided no support for shared representations. Instead, the pattern of results favoured an account with independent representations and interactive activation including feedback from segments to the lexicon, however further research and computational modelling is needed to fully support this hypothesis.
1 online resource (6, 204 pages) illustrations
Advisors/Committee Members: Macquarie University. Department of Cognitive Science.
Subjects/Keywords: Agraphia – Treatment; English language – Homonyms; Bilingualism – Research; Homophones; Monolingual; Bilingual; Dysgraphia; Treatment
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APA (6th Edition):
Barr, P. (2016). Homophone representation in monolingual and bilingual impaired and unimpaired speakers. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1273559
Chicago Manual of Style (16th Edition):
Barr, Polly. “Homophone representation in monolingual and bilingual impaired and unimpaired speakers.” 2016. Doctoral Dissertation, Macquarie University. Accessed January 22, 2021.
http://hdl.handle.net/1959.14/1273559.
MLA Handbook (7th Edition):
Barr, Polly. “Homophone representation in monolingual and bilingual impaired and unimpaired speakers.” 2016. Web. 22 Jan 2021.
Vancouver:
Barr P. Homophone representation in monolingual and bilingual impaired and unimpaired speakers. [Internet] [Doctoral dissertation]. Macquarie University; 2016. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/1959.14/1273559.
Council of Science Editors:
Barr P. Homophone representation in monolingual and bilingual impaired and unimpaired speakers. [Doctoral Dissertation]. Macquarie University; 2016. Available from: http://hdl.handle.net/1959.14/1273559
Macquarie University
6.
Krajenbrink, Janna Geertruida (Trudy).
The nature of acquired dysgraphia: patterns of impairment and rehabilitation.
Degree: 2015, Macquarie University
URL: http://hdl.handle.net/1959.14/1068825
► Theoretical thesis.
"This PhD has been carried out as part of the Erasmus Mundus joint International Doctorate for Experimental Approaches to Language and Brain (IDEALAB)"…
(more)
▼ Theoretical thesis.
"This PhD has been carried out as part of the Erasmus Mundus joint International Doctorate for Experimental Approaches to Language and Brain (IDEALAB)" – page vii.
General introduction – Study one. Graphemic output buffer impairment with fragment errors: a case of rapid decay of activation from the buffer – Study two. Patterns of sub-lexical impairment in aphasia – Study three. Generalisation after treatment of acquired spelling impairments: a review – Study four. The effect of orthographic neighbourhood on treatment of acquired dysgraphia – General discussion.
This thesis focuses on the processes involved in spelling, and in particular explores the nature of impairment and rehabilitation of acquired dysgraphia, using a cognitive neuropsychological approach. The first study investigates the spelling impairment of GEC, a man with acquired dysgraphia. GEC showed characteristics of graphemic output buffer impairment, together with lexical influences (e.g., frequency) on performance and a large number of deletion errors of multiple letters (fragment errors). A detailed error analysis provided evidence to support the hypothesis that fragment errors can be the result of rapid decay of activation from the graphemic output buffer. The study also concludes that lexical influences could be observed in graphemic output buffer impairment due to cascading of activation.
The second study investigates the nature of acquired sub-lexical spelling impairments. Data from spelling sounds in isolation and spelling non-words are analysed to inform three issues: the relationship between performance on the two spelling tasks, the effects of phoneme-grapheme consistency and frequency on spelling, and the use of context when spelling a vowel in a non-word. Results indicated that people with aphasia show comparable difficulty spelling single sounds and sounds in initial position of the non-word. Furthermore, accuracy of individual PGCs was influenced by frequency and consistency of the non-word. Finally, no evidence was found for a loss of context sensitive rules when spelling vowels.
The final two studies focus on rehabilitation of acquired dysgraphia. Study three comprises a literature review on generalisation effects after treatment of acquired dysgraphia. This study summarises forty treatment studies, investigating the link between type of impairment, method of treatment, and generalisation. Some treatment studies in the literature have found an improvement in untreated items, however it is unclear what predicts such generalisation of treatment effects.
Study three highlights that a mechanism of interactive processing may play a role in treatment and generalisation. The final study therefore investigates this mechanism of interactivity within the spelling process in two treatment studies examining the role of orthographic neighbourhood size on the effects of treatment and generalisation in two individuals with acquired dysgraphia. Feedback between the orthographic lexicon and the…
Advisors/Committee Members: Macquarie University. Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders.
Subjects/Keywords: Agraphia; Language disorders – Diagnosis; Language disorders – Treatment; dysgraphia; spelling; impairment; rehabilitation; treatment
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APA (6th Edition):
Krajenbrink, J. G. (. (2015). The nature of acquired dysgraphia: patterns of impairment and rehabilitation. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1068825
Chicago Manual of Style (16th Edition):
Krajenbrink, Janna Geertruida (Trudy). “The nature of acquired dysgraphia: patterns of impairment and rehabilitation.” 2015. Doctoral Dissertation, Macquarie University. Accessed January 22, 2021.
http://hdl.handle.net/1959.14/1068825.
MLA Handbook (7th Edition):
Krajenbrink, Janna Geertruida (Trudy). “The nature of acquired dysgraphia: patterns of impairment and rehabilitation.” 2015. Web. 22 Jan 2021.
Vancouver:
Krajenbrink JG(. The nature of acquired dysgraphia: patterns of impairment and rehabilitation. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/1959.14/1068825.
Council of Science Editors:
Krajenbrink JG(. The nature of acquired dysgraphia: patterns of impairment and rehabilitation. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1068825
Uppsala University
7.
Alvaeus, Arvid.
Evidensbaserad logopedisk intervention vid nedsatt skrivförmåga för personer med afasi : En systematisk kunskapsöversikt.
Degree: Blom Johansson: Speech-Language Pathology, 2021, Uppsala University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-430092
► Writing impairments are common as part of aphasia. To make qualified decisions regarding what intervention to provide, speech and language pathologists need easy access…
(more)
▼ Writing impairments are common as part of aphasia. To make qualified decisions regarding what intervention to provide, speech and language pathologists need easy access to the current knowledge base. The purpose of this study was to identify, describe and rate the level of evidence for interventions targeting writing impairments following aphasia. A systematic literature search procedure in six databases was performed during May 2020, which generated 1937 results. Based on criteria concerning inclusion and exclusion 26 articles were included in the review. 16 interventions were identified and their purpose, underlying theory, participants, execution and resulting effects were described. The methodological quality of the reviewed articles was assessed using validated rating scales and each identified intervention had their level of evidence graded according to GRADE (SBU, 2017). All of the reviewed articles were single- or multiple subject design studies, which resulted in an insufficient level of evidence. Improved writing abilities were noted for each intervention and most were deemed suitable for Swedish clinical conditions. The insufficient level of evidence accentuated the need for more research concerning interventions for acquired writing impairments.
Afasi är en förvärvad språkstörning där skrivsvårigheter är vanligt förekommande. En kartläggning av interventioner vid nedsatt skrivförmåga vid afasi behövs för att underlätta för logopeder vid val av intervention. Syftet med den här litteraturöversikten var att identifiera, beskriva och evidensgradera behandlingsmetoder för skrivsvårigheter vid afasi. En systematisk litteratursökning i sex databaser genomfördes i maj 2020, vilken resulterade i 1937 sökträffar. Efter jämförelse med inklusions- och exklusionskriterier inkluderades 26 artiklar i översikten. Vid granskningen identifierades 16 behandlingsmetoder, som beskrevs sett till syfte, bakomliggande teori, försöksgrupp, utförande och uppmätta resultat. Artiklarnas metodologiska kvalitet granskades och behandlingsmetoderna evidensgraderades. Samtliga granskade studier var av single- eller multiple subject design, vilket resulterade i otillräcklig evidensstyrka för samtliga interventioner. Förbättrad skrivförmåga noterades vid alla interventioner och de flesta bedömdes vara tillämpbara i svensk klinik sett till beskrivet utförande. Evidensgraderingen enligt GRADE (SBU, 2017) tydliggjorde behovet av mer forskning inom området.
Subjects/Keywords: aphasia; agraphia; dysgraphia; systematic review; intervention; speech languange pathology; writing; spelling; afasi; agrafi; systematisk litteraturöversikt; logopedi; interventioner; skrivförmåga; stavning; Medical and Health Sciences; Medicin och hälsovetenskap
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APA (6th Edition):
Alvaeus, A. (2021). Evidensbaserad logopedisk intervention vid nedsatt skrivförmåga för personer med afasi : En systematisk kunskapsöversikt. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-430092
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Alvaeus, Arvid. “Evidensbaserad logopedisk intervention vid nedsatt skrivförmåga för personer med afasi : En systematisk kunskapsöversikt.” 2021. Thesis, Uppsala University. Accessed January 22, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-430092.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Alvaeus, Arvid. “Evidensbaserad logopedisk intervention vid nedsatt skrivförmåga för personer med afasi : En systematisk kunskapsöversikt.” 2021. Web. 22 Jan 2021.
Vancouver:
Alvaeus A. Evidensbaserad logopedisk intervention vid nedsatt skrivförmåga för personer med afasi : En systematisk kunskapsöversikt. [Internet] [Thesis]. Uppsala University; 2021. [cited 2021 Jan 22].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-430092.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Alvaeus A. Evidensbaserad logopedisk intervention vid nedsatt skrivförmåga för personer med afasi : En systematisk kunskapsöversikt. [Thesis]. Uppsala University; 2021. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-430092
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of New Mexico
8.
Wilson, J. Kevin.
Transcranial Direct Current Stimulation (tDCS) Improves Performance on Spelling and Word Detection Tasks.
Degree: Psychology, 2018, University of New Mexico
URL: https://digitalrepository.unm.edu/psy_etds/247
► Deficits in written language involving spelling can have negative effects on a person’s education and occupation. Conventional spelling therapy is a time consuming and…
(more)
▼ Deficits in written language involving spelling can have negative effects on a person’s education and occupation. Conventional spelling therapy is a time consuming and cost-prohibitive option, if even available, highlighting the need for improved methods for remediation. One possible way to address this need may be through the use of transcranial direct current stimulation (tDCS). This study sought to examine the effects of tDCS on performance during spelling, word detection, and facial recognition tasks. Active or sham tDCS was randomly assigned to typically functioning adults. The anode electrode was placed over Broca’s area (F7 in the 10/20 EEG system) and the cathode was positioned over the upper right arm. Outcome was assessed before, during, immediately after tDCS, and again 3-5 days after tDCS. Data was analyzed using analysis of variance (ANOVA) to examine if group differences existed. Significant differences were found between active and sham tDCS on both the spelling and word-search tests. There was no significant difference between active and sham tDCS on either of the facial recognition tasks.
Advisors/Committee Members: Ron Yeo, Steve Verney, Vince Clark.
Subjects/Keywords: : transcranial direct current stimulation - tDCS; spelling; agraphia; Broca’s area; word search; facial recognition; Alternative and Complementary Medicine; Analytical, Diagnostic and Therapeutic Techniques and Equipment; Neurosciences; Occupational Therapy; Other Analytical, Diagnostic and Therapeutic Techniques and Equipment; Psychology; Rehabilitation and Therapy
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APA (6th Edition):
Wilson, J. K. (2018). Transcranial Direct Current Stimulation (tDCS) Improves Performance on Spelling and Word Detection Tasks. (Masters Thesis). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/psy_etds/247
Chicago Manual of Style (16th Edition):
Wilson, J Kevin. “Transcranial Direct Current Stimulation (tDCS) Improves Performance on Spelling and Word Detection Tasks.” 2018. Masters Thesis, University of New Mexico. Accessed January 22, 2021.
https://digitalrepository.unm.edu/psy_etds/247.
MLA Handbook (7th Edition):
Wilson, J Kevin. “Transcranial Direct Current Stimulation (tDCS) Improves Performance on Spelling and Word Detection Tasks.” 2018. Web. 22 Jan 2021.
Vancouver:
Wilson JK. Transcranial Direct Current Stimulation (tDCS) Improves Performance on Spelling and Word Detection Tasks. [Internet] [Masters thesis]. University of New Mexico; 2018. [cited 2021 Jan 22].
Available from: https://digitalrepository.unm.edu/psy_etds/247.
Council of Science Editors:
Wilson JK. Transcranial Direct Current Stimulation (tDCS) Improves Performance on Spelling and Word Detection Tasks. [Masters Thesis]. University of New Mexico; 2018. Available from: https://digitalrepository.unm.edu/psy_etds/247
University of Arizona
9.
Volk, Rebecca Brender.
The Influence of Lexical and Sublexical Factors on Acquired Alexia and Agraphia: An Item-Analysis
.
Degree: 2009, University of Arizona
URL: http://hdl.handle.net/10150/193413
► This study used an item-based approach to explore the full range of lexical-semantic (word frequency and imageability) and sublexical characteristics (regularity and consistency) of stimulus…
(more)
▼ This study used an item-based approach to explore the full range of lexical-semantic (word frequency and imageability) and sublexical characteristics (regularity and consistency) of stimulus items. Oral reading and spelling-to-dictation data from 72 adults with acquired alexia/
agraphia due to stroke or progressive aphasia were analyzed to determine unique influences of lexical-semantic and sublexical variables on performance. Multiple regression analyses were performed for each etiology and lesion group (i.e., perisylvian stoke, extrasylvian stroke, perisylvian atrophy, and extrasylvian atrophy). As expected, word frequency had a significant influence on reading and spelling performance in almost all contexts. Of particular interest was the consistent finding that written language performance associated with left perisylvian damage was moderated primarily by lexical-semantic features of stimuli (frequency and imageability), whereas performance by those with left extrasylvian damage was strongly influenced by sublexical features of sound-spelling regularity and, to a lesser extent, consistency.
Advisors/Committee Members: Beeson, Pelagie M (advisor), Rapcsak, Steven Z. (committeemember), Hogan, Tiffany P. (committeemember).
Subjects/Keywords: acquired alexia and agraphia;
item analysis;
lexical-semantic variables;
progressive aphasia;
stroke;
sublexical variables
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APA (6th Edition):
Volk, R. B. (2009). The Influence of Lexical and Sublexical Factors on Acquired Alexia and Agraphia: An Item-Analysis
. (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/193413
Chicago Manual of Style (16th Edition):
Volk, Rebecca Brender. “The Influence of Lexical and Sublexical Factors on Acquired Alexia and Agraphia: An Item-Analysis
.” 2009. Masters Thesis, University of Arizona. Accessed January 22, 2021.
http://hdl.handle.net/10150/193413.
MLA Handbook (7th Edition):
Volk, Rebecca Brender. “The Influence of Lexical and Sublexical Factors on Acquired Alexia and Agraphia: An Item-Analysis
.” 2009. Web. 22 Jan 2021.
Vancouver:
Volk RB. The Influence of Lexical and Sublexical Factors on Acquired Alexia and Agraphia: An Item-Analysis
. [Internet] [Masters thesis]. University of Arizona; 2009. [cited 2021 Jan 22].
Available from: http://hdl.handle.net/10150/193413.
Council of Science Editors:
Volk RB. The Influence of Lexical and Sublexical Factors on Acquired Alexia and Agraphia: An Item-Analysis
. [Masters Thesis]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/193413
Uppsala University
10.
Nilsson, Elin.
Utveckling och normering av ett stavningstest för vuxna (STAVUX).
Degree: Logopedi, 2009, Uppsala University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-113243
► Syftet med denna studie var att utveckla och normera ett logopediskt stavningstest för vuxna., då det idag saknas ett sådant test. Det framtagna testet…
(more)
▼ Syftet med denna studie var att utveckla och normera ett logopediskt stavningstest för vuxna., då det idag saknas ett sådant test. Det framtagna testet bestod till en början av en orddel som innehöll 80 ord i varierande svårighetsgrad, utvalda för att representera svenskans olika stavningskombinationer. Vidare fanns en del med 80 nonord, konstruerade för att följa svenskans ljudmässiga uppbyggnad. 146 deltagare från 18 – 94 år deltog i normeringen av testet. Urvalet stratifierades efter kön, ålder och utbildningsnivå så att inverkan av dessa olika faktorer på stavningsförmågan kunde undersökas. Resultaten visade att utbildningsnivå påverkade stavningsförmågan på så sätt att personer med eftergymnasial utbildning klarade stavning av både ord och nonord bättre än personer med förgymnasial/gymnasial utbildning. Vidare uppvisade kvinnor bättre resultat på stavning av ord jämfört med män, men ingen signifikant skillnad i stavningsförmåga av nonord uppmättes. Vid stavning av ord framkom ingen skillnad i förhållande till ålder, men vid stavning av nonord uppvisade äldre personer ett sämre resultat, troligen p.g.a. nedsatt hörsel. De vanligaste typerna av stavfel bland deltagarna var på orddelen enkel-/dubbelteckning och på nonorddelen utbyte av bokstav. Stavfelens placering förekom främst medialt i orden, medan de i nonorden fanns både initialt och medialt. Studien utmynnade i STAVUX, ett test med 45 ord och 45 nonord, utvalda från det ursprungliga testet. STAVUX deltest har en hög intern reliabilitet. Testet har normerats och är tänkt att användas vid utredning av vuxna med stavningssvårigheter.
Because a comprehensive clinical spelling test for adults does not exist today, the aim of this study was to develop and standardize such a test. The originally developed test consisted of one part containing 80 words of varying difficulty, chosen to represent the different spelling combinations of the Swedish language. Furthermore, the test had a part containing 80 pseudo-words, constructed to follow the Swedish sound system. 146 participants between the age of 18 to 94 participated in the standardization of the test. The selection was stratified by sex, age and level of education, in order to examine the influence of these variables on spelling ability. The results indicated that the level of education affected the spelling ability, so that participants with high education spelled both words and pseudo-words better than participants with low education. Moreover women had better results on the spelling of words than men, whereas no significant sex differences was found on pseudo-word spelling. Age did not influence word spelling, but elderly participants had significantly lower results on the pseudo-words, likely because of impaired hearing. The most common type of word misspelling was single/double spelling of consonants. On pseudo-words, grapheme substitutions were the most common error. Misspellings were most frequent medially in words and initially and medially in pseudo-words. The study resulted in STAVUX, a test…
Subjects/Keywords: spelling; spelling test; agraphia; dyslexia; level of education; pseudo-words; stavning; stavningstest; agrafi; dyslexi; utbildningsnivå; nonord; Logopedics and phoniatrics; Logopedi och foniatrik
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APA ·
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MLA ·
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APA (6th Edition):
Nilsson, E. (2009). Utveckling och normering av ett stavningstest för vuxna (STAVUX). (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-113243
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Nilsson, Elin. “Utveckling och normering av ett stavningstest för vuxna (STAVUX).” 2009. Thesis, Uppsala University. Accessed January 22, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-113243.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nilsson, Elin. “Utveckling och normering av ett stavningstest för vuxna (STAVUX).” 2009. Web. 22 Jan 2021.
Vancouver:
Nilsson E. Utveckling och normering av ett stavningstest för vuxna (STAVUX). [Internet] [Thesis]. Uppsala University; 2009. [cited 2021 Jan 22].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-113243.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nilsson E. Utveckling och normering av ett stavningstest för vuxna (STAVUX). [Thesis]. Uppsala University; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-113243
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Florida
11.
Waters, Sally.
Cognitive Deficits in Chronic Stroke Survivors.
Degree: MA, Communication Sciences and Disorders, 2010, University of Florida
URL: https://ufdc.ufl.edu/UFE0041664
► Abstract of Thesis Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Master of…
(more)
▼ Abstract of Thesis Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Master of Arts COGNITIVE DEFICITS IN CHRONIC STROKE SURVIVORS By Sally Ouimet Waters May 2010 Chair: Leslie J. Gonzalez Rothi Major: Communication Sciences and Disorders Stroke is a common and enduring, health condition; the consequences of which result in serious, long-term disability (Stineman et al., 1997). Cognitive deficits are said to be the most influential correlates of long-term dependency (Sundet, Finset, & Reinvang, 1988; Denti, Agosti, Franceschini, 2008; Heruti RJ, Lusky A, Dankner R, Ring H, Dolgopiat M, Barell V, Levenkrohn S, Adunsky A., 2002; Granger, Cotter, Hamilton, & Fiedler, 1993; Schuman, Beattie, Steed, Merry, & Kraus, 1981; Cifu & Lorish, 1994; Diamond, Felsenthal, Macciocchi, Butler, & Lally-Cassady, 1996; Paolucci, Antonucci, Gialloreti, Traballesi, Lubich, & Pratesi et al., 1996; Hajek, Gagnon, & Ruderman, 1997). However, there exists little information regarding which areas of cognitive impairment are likely to be present in the chronic stroke survivor. Thus our research question was: In a convenience sample of 384 stroke survivors, what are the persistent cognitive impairments? The performances of this convenience sample of stroke survivors on multiple standardized and non standardized tests were analyzed and categorized by area of cognitive impairment. Examination of this inventory revealed that executive function was the more prevalent area of cognitive impairment followed by memory, alexia, attention, psychomotor function, aprosodia,
agraphia, and aphasia. ( en )
Advisors/Committee Members: Gonzales-Rothi, Leslie J. (committee chair), Kendall, Diane L. (committee member), Edmonds, Lisa Anna (committee member).
Subjects/Keywords: Agraphia; Aphasia; Business executives; Delay lines; Hemispheres; Memory; Normativity; Speech disorders; Strokes; Writing; aphasia, attention, cognition, cognitive, cva, deficits, executive, function, memory, stroke; City of Gainesville ( local )
Record Details
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Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Waters, S. (2010). Cognitive Deficits in Chronic Stroke Survivors. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0041664
Chicago Manual of Style (16th Edition):
Waters, Sally. “Cognitive Deficits in Chronic Stroke Survivors.” 2010. Masters Thesis, University of Florida. Accessed January 22, 2021.
https://ufdc.ufl.edu/UFE0041664.
MLA Handbook (7th Edition):
Waters, Sally. “Cognitive Deficits in Chronic Stroke Survivors.” 2010. Web. 22 Jan 2021.
Vancouver:
Waters S. Cognitive Deficits in Chronic Stroke Survivors. [Internet] [Masters thesis]. University of Florida; 2010. [cited 2021 Jan 22].
Available from: https://ufdc.ufl.edu/UFE0041664.
Council of Science Editors:
Waters S. Cognitive Deficits in Chronic Stroke Survivors. [Masters Thesis]. University of Florida; 2010. Available from: https://ufdc.ufl.edu/UFE0041664
. 
Open Access Theses and Dissertations